AS A POLITICAL LEADER AND AS A COMMUNICATOR OF POLITICAL IDEAS TO STUDENTS, THE HIGH SCHOOL TEACHER IS INVESTIGATED IN FOUR SITUATIONS--(1) REACTING TO JOB AND ENVIRONMENT, (2) PARTICIPATING IN AN INTEREST GROUP, (3) EXPRESSING POLITICAL VALUES IN CLASS, AND (4) REACTING TO COMMUNITY SANCTIONS. THE STUDY IS BASED UPON INTERVIEWS WITH 803 OREGON HIGH SCHOOL TEACHERS. THE TYPICAL OREGON HIGH SCHOOL TEACHER IS FOUND TO BE MORE CONSERVATIVE POLITICALLY THAN HIS COMMUNITY AND TO BECOME MORE CONSERVATIVE THE LONGER HE TEACHES. SMALL-TOWN TEACHERS, FEMALE TEACHERS, AND TEACHERS OF BUSINESS EDUCATION OR GENERAL EDUCATION ARE THE MOST CONSERVATIVE. THE POLITICAL LIFE OF THE OREGON HIGH SCHOOL TEACHER IS FOUND TO BE MARKEDLY LESS THAN THAT OF OTHER POPULATIONS WITH COMPARABLE EDUCATION AND INCOME. THE FEW TEACHERS WHO DO TAKE PART IN POLITICAL ACTIVITIES ARE LIKELY TO BE MEN SUPPORTING SCHOOL BOND ISSUES AND SEEKING INCREASES IN THEIR OWN SALARIES. THE AUTHOR THEORIZES THAT TWO FACTORS ACCOUNT FOR THE POLITICAL RETICENCE OF OREGON TEACHERS--THE JOB ITSELF AND THE KIND OF PEOPLE WHO ARE RECRUITED INTO TEACHING. (HW)